King+Lear+Act+I


 * PLOT SUMMARY – ACT ONE Scenes 1 - 5**

King Lear enters to a fanfare of trumpets, followed by his two sons-in-law — Albany and Cornwall — and his three daughters — Goneril, Regan, and Cordelia. Lear announces that he has divided his kingdom into three shares to be given to his daughters as determined by their declarations of love for him. Goneril, as the eldest, speaks first. She tells her father that her love for him is boundless. Regan, as the middle child, speaks next. Her love, she says, is even greater than Goneril's. Finally, it is Cordelia's turn to express the depth of her love for her royal father. But when queried by Lear, Cordelia replies that she loves him as a daughter should love a father, no more and no less. She reminds her father that she also will owe devotion to a husband when she marries, and therefore cannot honestly tender all her love toward her father. Lear sees Cordelia's reply as rejection; in turn, he disowns Cordelia, saying that she will now be "a stranger to my heart and me" (I.1.114). King Lear then divides his kingdom between Goneril and Regan, giving each an equal share. Kent interferes by asking Lear to reconsider his rash action. Lear is not swayed, and in anger, he banishes Kent for defending Cordelia and for confronting the king. At Kent's departure, the King of France and Duke of Burgundy enter, both of whom are suitors for Cordelia's hand in marriage. They are told that Cordelia will not receive a dowry or inheritance from her father. The Duke withdraws his suit, because a wife without a dowry is of no use to him. In contrast, the King of France claims that Cordelia is a prize, even without her share of Lear's kingdom, and announces his intent to marry Cordelia. Cordelia bids her sisters farewell, and leaves with the King of France. When Goneril and Regan are left alone, the two sisters reveal their plan to discredit the king. Edmund also succeeds in convincing Edgar that he's looking out for his brother's safety when he suggests that Edgar carry a weapon as protection from their father's anger — a wrath, Edmund intimates, that's directed toward Edmund.
 * Scene 1: ** The scene opens in King Lear's palace. A conversation between Kent, Gloucester, and Gloucester's son Edmund introduces the play's primary plot: The king is planning to divide his kingdom among his three daughters. The audience also learns that Gloucester has two sons. The older, Edgar, is his legitimate heir, and the younger, Edmund, is illegitimate; however, Gloucester loves both sons equally. This information provides the subplot.
 * Scene 2: ** Edmund enters the scene — set in the Earl of Gloucester's house — talking out loud to himself. In this soliloquy, Edmund figuratively asks Nature why society sees him as inferior to his brother Edgar simply because he is not his father's legitimate firstborn. Edmund's soliloquy reveals his plan to undermine his brother's position by tricking his father with a forged letter, which he presents to Gloucester in this scene.
 * Scene 3:** Set in the palace of Goneril and the Duke of Albany, this scene opens with Goneril asking her steward, Oswald, if Lear struck him for making fun of the king's Fool. Oswald confirms the encounter. Goneril, enraged, instructs Oswald to keep Lear waiting when he needs something, and if the king is unhappy with this treatment, he should be told to move to Regan's palace. Goneril then commands her servants to treat the king's company with coldness since the knights' lewd behaviour is creating a disturbance in her household.

When the king asks to see Goneril, Oswald leaves without responding to the request. A knight reports that Goneril is unwell and unavailable. The knight also tells Lear that all the members of Goneril's household are treating the king's entourage rudely. Goneril enters, complaining about the king's Fool and his unruly knights. Goneril demands that Lear reduce the number of knights in his service. In anger, the king declares that he will pack up his people and move to Regan's palace, where he is sure to receive a warmer reception. Lear expresses his first concerns, a premonition, for his sanity. Soon the horses are ready, and the king begins his journey to his second daughter's palace.
 * Scene 4: ** The setting is a hall in Goneril's palace. Kent, earlier banished by Lear, reappears in disguise as Caius. Lear enters and begins asking Kent questions about his identity and his intent. Kent's responses are vague, but he asserts his loyalty and willingness to serve the king. Kent's obvious admiration impresses Lear.
 * Scene 5:** The setting for this brief scene is outside Goneril's palace. Lear instructs Kent to go at once to Regan's palace and deliver a letter. As Kent leaves, the Fool attempts to distract the king with silly remarks, but their content points ironically to Lear's actions. The torment of the king is obvious as he laments his treatment of Cordelia.

1. Read a picture book version of [|//Cinderella//] to the class. Students construct a table identifying the elements that show us it is a fairy tale. At the end of the unit, go back and compare King Lear to Cinderella. Examine the similarities and the differences.
 * Cinderella || King Lear ||
 * A poor but honest protagonist

two wicked sisters

a fairy God-mother

distant time || A disinherited but honest protagonist

two wicked sisters

no fairy God-mother

pre-historic England ||

This establishes the context for the play. It conforms to some of these elements, but departs from them at significant points. (Where is the fairy God-mother to rescue Lear?)

2. Show students the You Tube clip: General Hospital – when the family is cut out of the will. [] Ask students to reflect on how they would feel in each character’s position. Ask students to highlight some of the possible reasons for family dynamics and relationships changing? Do you think the father has made a good decision based on what you have seen? What other factors could contribute? Pretend you are one of the family – how do you react to the news? What would you do to change the situation? Do you think your father has any justification to do what he is doing? Is it possible he has been doubled-crossed by his family and now they are receiving their comeuppance.

Making Meaning: Listening, Reading, Viewing Creating meaning: Speaking, Writing, Presenting Objectives will be achieved through students addressing a number of higher order questions which will draw on their prior knowledge of sociology, politics, economics (social sciences) although these links will draw on students' opinions rather than facts. 1. To read Act 1, Scene 1 of King Lear 2. To discuss some of the key ideas presented ~ display an understanding of Shakespeare by presenting opinions on the text. ~ present their ideas using details and to give examples showing a clear understanding of the text and their own point of view. ~ defend and, if necessary, modify their opinions. ~ recognise all the main characters and their positions in the plot. Character and overview of plot as presented in act one, scene one 1. DVD: King Lear, BBC production, directed by Jonathan Miller and starring Michael Horden 2. Six (or more, depending on the size of the class) question cards around which students prepare their arguments. 3. A number of clear OHP transparency sheets corresponding to the number of groups in the class.
 * LESSON PLAN Act One, Scene One **
 * LEVEL: 7/8 **
 * CURRICULUM KEY COMPETENCIES: ** Thinking**,** Using language, Managing self, relating to others, Participating and contributing
 * CURRICULUM STRANDs: ** Levels 7/8
 * ACHIEVEMENT OBJECTIVES: ** Processes and Strategies used to meet key indicators for Structure and Organization, Ideas, Language Features and Purposes and Audiences (listed in descending order of importance for this lesson plan; at points some of these AOs may be emphasized over others).
 * POSSIBLE LINKS TO OTHER SUBJECT AREAS **
 * OBJECTIVES: **
 * STUDENT LEARNING OUTCOMES: **
 * // Students will be able to //**
 * KEY TEACHING POINTS **
 * RESOURCES: **

Key to Strands: Ideas= **id** Purposes and audiences=**P/a** Language Features=**LF** Structure=**S** 5 min
 * TIME ** ||
 * TEACHER ACTIVITY ** ||
 * STUDENT ACTIVITY ** ||
 * STRANDS ** ||
 * RESOURCES ** ||
 * RESOURCES ** ||

8min

5 min

5min

10min

20 min

5 min || Do a quick review (whole class **question** and answer) of the pre-reading activities completed last class (including the reading of act 1, scene 1 for homework) and then instruct students to open their copies of King Lear to act 1, scene 1, but to make sure they are sitting facing AWAY from the TV or video monitor. The questions here could include knowledge and comprehension based questions to check that the reading has been done (not too many higher order questions) e.g.: Why does Lear call his family together? Why does Kent defend Cordelia? Who are the Dukes of Albany and Cornwall?

Tell the students that are all going to read part of act 1, scene 1 (lines 36-122; 02:30 mins to 10: 08) and while they do this, they will **//hear//** the performance. It is important that they keep pace with the DVD and if they come to a word or phrase which is unfamiliar or difficult, they should, instead of pausing, merely underline the problem. The purpose of this activity is to merely set the mood for class discussion by re-experiencing the language and reviewing a main section of the opening

Tell students they have five minutes only in which to refer to the notes in the text or ask their classmates to clarify any problems they may have.

Explain to the students that at this point a one hundred percent understanding of all the language is unnecessary as what we are aiming for today is a general understanding of character and plot. If, however, students have any outstanding questions which hinder this general understanding they should ask the teacher now.

Divide the class into groups of four (for the purpose of this lesson plan we will assume six groups although if the class in a large one, seven or eight might be necessary). Have one representative from each group come forward and choose a **question card** from a "hat" on the teacher's desk (alternatively the teacher could be more strategic about which group receives which card as some require more in depth analysis than others). Instructions are on each card.

After 10 minutes instruct the students to stop. Warn them after about 8 minutes or so that they must complete the task within the next 2 minutes. Instruct each group to come up to the front of the class and present their question and answer. Other groups must listen and after each 2 minute presentation will have one minute to decide whether they agree or disagree with the point of view expressed.

Go around the class ascertaining which questions stirred the most controversy or disagreement. Ask the students to think about these in more depth at home as these questions will provide the basis for a whole class twenty minute debate in the next lesson (format flexible: "formal debate", "jump in" (hot-seat) debate etc. || Students answer questions and follow instructions

Students read and listen and identify gaps in their understanding.

Students may use dictionaries, refer to notes in the text or walk around the room asking others for help.

Students ask any questions which need to be addressed before they can understand the general idea of the plot being presented.

Students go back to their groups where they will come to a consensus through discussion, answer the question and transcribe both the question and the key reasons for their answer onto an OHP transparency.
 * Question cards ** all fall into the synthesis, evaluative order of questions—some might be seen as analysing but would also require a certain amount of synthesis and evaluation.

Students present, listen, discuss If there is time, each group may ask one or two questions (if a teacher wants more discussion between groups then perhaps the DVD at the beginning might be replaced by a briefer question and answer session to elicit the general plot) ||
 * MM-L **
 * CM-S **
 * (id) **


 * MM-L **
 * MM-R **
 * (id, LF, S) **


 * MM-L **
 * CM-S **
 * (id,LF,S) **


 * MM-L **
 * CM-S **
 * (id,LF,S) **


 * MM-R **
 * MM-L **
 * CM-S **
 * CM-W **
 * (id, LF, S) **


 * MM-L **
 * MM-R **
 * CM-S **
 * CM-W **
 * (id, LF, S, P/a) ** ||

DVD

Question cards

OHT's

OHP

||


 * Resource: QUESTION CARDS **
 * ** Instructions: ** with your team, reach a **consensus** and answer the question below. Your answer must be illustrated by at least one example from the text. Make notes and then transcribe the question and the answer along with your reasoning and examples onto the OHT provided.

WHY DO YOU THINK SHAKESPEARE OPENS THE SCENE WITH GLOUCESTER TALKING TO KENT ABOUT EDMUND? ||
 * ** Instructions: ** with your team, reach a **consensus** and answer the question below. Your answer must be illustrated by at least one example from the text. Make notes and then transcribe the question and the answer along with your reasoning and examples onto the OHT provided.

A TRADITIONAL READING OF THIS SCENE SUGGESTS THAT LEAR IS BEHAVING IRRESPONSIBLY, BUT IT COULD BE ARGUED THAT ALL THE MAIN CHARACTERS ARE GUILTY OF FOLLY. DO YOU AGREE OR DISAGREE? || GONERIL AND REGAN ARE BASICALLY THE SAME CHARACTER. THEY BOTH REPRESENT HYPOCRISY AND GREED AND THERE IS NO FUNDAMENTAL DIFFERENCE BETWEEN THEM. IT IS QUITE UNNECESSARY TO HAVE THEM BOTH IN THE FIRST SCENE. DO YOU AGREE OR DISAGREE? ||
 * ** Instructions: ** with your team, reach a **consensus** and answer the question below. Your answer must be illustrated by at least one example from the text. Make notes and then transcribe the question and the answer along with your reasoning and examples onto the OHT provided.

KING LEAR DISPLAYS A CLEAR AND PUBLIC FAVOURITISM FOR CORDELIA WHICH EARNS HIM THE ENMITY IF HIS OTHER TWO DAUGHTERS (BASICALLY: he deserves whatever he gets). DO YOU AGREE OR DISAGREE? || IN ANY LITERARY TEXT THE MAIN CHARACTER, IF HE NOT THE VILLAIN, NEEDS SOME READER SYMPATHY. SHAKESPEARE HAS MADE A MISTAKE IN PORTRAYING LEAR AS SO UNFAIR AND UNJUST FROM THE VERY BEGINNING. DO YOU AGREE OR DISAGREE? || CORDELIA IS REALLY QUITE IRRITATING IN THIS SCENE. IF ONLY SHE HAD HUMOURED HER FATHER AND PLAYED HIS LITTLE GAME SHE MIGHT HAVE SPARED THEM ALL A GREAT DEAL OF TROUBLE. CORDELIA IS THE TRUE VILLAIN AS SHE IS SELFISH ENOUGH TO PLACE HER OWN CONCERNS ABOVE EVERYONE AND EVERYTHING ELSE. DO YOU AGREE OR DISAGREE? ||
 * ** Instructions: ** with your team, reach a **consensus** and answer the question below. Your answer must be illustrated by at least one example from the text. Make notes and then transcribe the question and the answer along with your reasoning and examples onto the OHT provided.
 * ** Instructions: ** with your team, reach a **consensus** and answer the question below. Your answer must be illustrated by at least one example from the text. Make notes and then transcribe the question and the answer along with your reasoning and examples onto the OHT provided.
 * ** Instructions: ** with your team, reach a **consensus** and answer the question below. Your answer must be illustrated by at least one example from the text. Make notes and then transcribe the question and the answer along with your reasoning and examples onto the OHT provided.

Act 1, Scene 1: Lines 1-62 1. How does Gloucester treat his son? 2. How does the King’s arrival change the atmosphere? 3. What kind of energy does he bring with him? Why has he called a meeting? 4. Is there significance to the names France and Burgundy? Think of the time the play is written. 5. King Lear gives each daughter the opportunity to profess her love to him, why? 6. In your opinion are the daughters’ declarations believable, sincere, lame? Provide evidence. Lines 89-95 1. What risks does Cordelia take with her truthful evaluation of her love? Do you think she is aware of the consequences? 2. How does she “see” right through King Lear? 3. How does the theme of “vision” begin to appear here? 4. What distinctions does Cordelia make between how she will never marry like her sisters? Lines 110-181 1. Explain in your words the mysteries of Hecate. Who is Lear calling to? 2. Lear removes Cordelia’s share of the kingdom and then takes the final step of disowning her with which language/lines? 3. Judge Lear’s reaction in your own words. 4. Kent’s purpose at Line 122, is to step forward and do what? Why do you think he does this? What are his motives? 5. Why does Lear refuse at Line 123…? 6. Prior to this “rant”, King Lear appeared to be a good king…and now? What has he done? What is the significance of him throwing off his coronet? 7. Kent goes further in his plea…and what is the consequence? Lines 182 1. What is the reason for rhyme in Kent’s speech? 2. Why does Burgundy reject Cordelia? What is meant by his answer here? 3. Does France, on the other hand take a different perspective? How? What is he questioning? 4. How does Shakespeare show us that France is a contrast thinker to Lear, in what ways? And how does Lear recognise France’s rational thinking? How does Lear respond to France? 5. Cordelia is reminding her sisters of what? How do they respond? 6. How does Goneril recognise Lear’s faults?
 * Resource: Stopping points for Act One, Scenes 1-2 **
 * * NB these stopping points have been designed with students new to Shakespeare in mind. There is potentially an over indulgence in stopping points however, this could adapted. **

Act 1, Scene 2: Lines 1-22 1. Edmund’s soliloquy. He speaks out against his illegitimacy. How is it a “sore spot”? 2. What does he call on to stand by him in changing the nature of order – legitimacy? 3. What does he want to take from his brother Edgar? 4. Explore the examples of alliteration! Lines 28-102 1. What do you think the letter contains? 2. How does Edmund’s “nothing” sound similar to Cordelia’s “nothing” in Scene 1? 3. Line 52… suggests that Edgar is attempting to…? 4. Gloucester questions and questions the legitimacy of Edgar’s letter…how does Shakespeare reveal a contrast to the fathership (e.g. knowing the true character of their children) of Lear? 5. Does Edmund get what he wants? 6. What evidence does Gloucester require from Edmund? Lines 103-181 1. Gloucester expresses his view of nature. What events and relationships is he referring to and how does he explain them? 2. Imagine you are exploring Edmund’s interior (what he thinks) and exterior (what he says Lines 188-137) thoughts. Compare and contrast these in a table, comic strip, mindmap… 3. Edgar finds Edmund in “serious contemplation”. What is Edmund attempting to do at this point? 4. How does he bring up the subject of their father? 5. What instructions does Edmund give Edgar? Act 1, Scene 3 Work with a partner to answer these questions. Brainstorm together and come up with an answer you can share with the class. Work on the next two questions individually. Write your responses down in your journal. Act 1, Scene 4 Lines 1-89 Work with a partner Answer this question individually in your journal. Lines 89-195 Work with a partner Lines 195-end of scene Work with a partner Answer these questions individually in your journal. Act 1, Scene 5 Work with a partner Answer this question individually in your journal.
 * Resource: Stopping points and focusing questions for Act One, Scenes 3-5 **
 * These stopping points develop the students’ abilities to work collaboratively and also individually to record their responses to the text. **
 * 1) Why is Goneril mad at Lear? (On the lines)
 * 2) Do you think Goneril’s actions are right or wrong? Why? (between the lines)
 * 3) If Lear goes to Regan’s castle do you think Regan would treat him differently? (between the lines)
 * 4) How do you think Cordelia would treat Lear if he came and visited her? (between the lines)
 * 1) Imagine you have a friend or family member staying at your house. He/she is eating all the food, making a mess in the kitchen, and not helping with the housework. What would you do? (beyond the lines)
 * 2) How do you think Oswald feels? Write a diary entry from Oswald’s perspective. (beyond the lines)
 * 1) What does Kent do to get Lear to accept him as a servant? (on the lines)
 * 2) Are you surprised that Lear doesn’t recognize Kent? What does this say about Lear? (between the lines)
 * 3) Why is Lear angry when Oswald refers to him as “my Lady’s father”? (on the lines)
 * 1) After Lear strikes and trips Oswald he leaves. Imagine that on the way down the corridor Oswald meets another servant. Write the conversation between Oswald and the other servant. (beyond the lines)
 * 1) What is the Fool trying to tell Lear in this section? Does Lear listen? (on the lines)
 * 2) The Fool tells Lear “I am better than thou art now: I am a fool, thou art nothing” (188-190). What does the Fool mean? (on the lines)
 * 3) Re-read the Fool’s speech on lines 115-124. What is the message in this speech? (on the lines)
 * 4) Write a few sayings of your own with the same message. (beyond the lines)
 * 1) Why is Goneril angry at Lear’s knights? (on the lines)
 * 2) Think of someone you believe is wise. What makes them wise? (beyond the lines)
 * 3) Out of the characters you have met so far who is the wisest? Why? (between the lines)
 * 4) If Lear was your father would you let him keep his 100 knights in your castle? Why or why not? (beyond the lines)
 * 1) Imagine you are a painter and you are painting a picture of this scene. What three colours would you use? Why?
 * 2) Think about Lear and his actions. Write down five words to describe him.
 * 1) Lear is afraid he might go mad. Why does he feel this way? (on the lines)
 * 2) Imagine you are the Fool, what would you tell Lear to do? (between the lines)
 * 3) Imagine you and your partner are film producers. Who will you cast for the parts of Lear, Cordelia, Goneril, Regan, and the Fool? Why? (beyond the lines)
 * 1) Imagine you are Lear and write a letter to Cordelia. (beyond the lines)